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Descriptors›Humanities and Social Sciences›Year 9›Knowledge and understanding›Biomes and food security›AC9HG9K01
AC9HG9K01: Year 9 Humanities and Social Sciences Content Descriptor – Biomes and food security
AC9HG9K01 Year 9 Humanities and Social Sciences

AC9HG9K01 – Year 9 Humanities and Social Sciences: Biomes and food security

Strand
Knowledge and understanding
Substrand
Biomes and food security

This Content Descriptor from Year 9 Humanities and Social Sciences provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

the distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity

Elaborations

  • • identifying and describing the major aquatic and terrestrial biomes of Australia and other areas of the world, and mapping their distribution
  • • interpreting and explaining patterns and trends in the productivity of the major aquatic and terrestrial biomes in Australia compared with a country in Asia
  • • explaining the effects of interconnections between environmental processes (atmosphere, hydrosphere, lithosphere and biosphere) and human activities, such as deforestation, mining and agriculture on the characteristics of biomes

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASHASGEOY9
Year 9 Humanities and Social Sciences Achievement Standard
By the end of Year 9, students explain how peoples’ activities or environmental processes change the characteristics of places. They explain the effects of human activity on environments, and the effects of environments on human activity. They explain the features of biomes’ distribution and identify implications for environments. They analyse the interconnections between people and places and environments. They identify and explain how these interconnections influence people, and change places and environments. Students analyse strategies to address a geographical phenomenon or challenge using environmental, social or economic criteria. Students develop a range of questions about a geographical phenomenon or challenge. They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials in a range of formats. They interpret and analyse data and information to explain patterns and trends and infer relationships. They draw evidence-based conclusions about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies, predict impacts and make a recommendation. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that acknowledge research findings.